“Identification, Assessment, and Intervention Strategies for Deaf and Hard of Hearing Students with Learning Disabilities.”
By Monica Soukup and Sheryl Feinstein http://web.ebscohost.com/ehost/detail?sid=26e85f4b-e131-46d5-96b6-857a87388650%40sessionmgr115&vid=1&hid=110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=25427794
The article talks about the importance of determining whether achievement difficulties in students are the result of a processing problem (learning disabilities) or a perception problem (hearing loss), because the determination will help to identify those deaf and hard of hearing children who have learning disabilities. A child who is deaf or hard of hearing is more likely to have a learning disability than a child who can hear. Deaf and hard of hearing children who have learning disabilities will have more difficulty achieving academically and linguistically. The article mentions ten characteristics found in deaf and hard of hearing children with learning disabilities: they were more likely to be boys, they were older than their peers, they had more medical problems, they exhibited poor visual perception and visual integration skills, they demonstrated difficulty achieving academically, they were unmotivated, they were passive and did not attend well, they needed sign language because they were not able to get enough information when only the auditory or speech reading modes of communication were used, they did not sign as well as their peers, and often they did not receive support from their family. These are common behavioral and academic characteristics of deaf and hard of hearing students with learning disabilities (beginning with the most frequently cited): memory problems, visual perception problems, attention problems, inconsistent performance, poor organizational skills, discrepancies between achievement and potential, atypical language for deaf or hard of hearing students, behavior problems, and unusual learning styles. It is more difficult to develop an appropriate educational plan for deaf children with additional disabilities. One can be developed by using appropriate evaluation techniques and assessment instruments, a curriculum that is developed to meet these children’s educational needs, and appropriate instructional strategies.
I will find out which students are deaf and hard of hearing and have learning disabilities, by looking at the following: students’ health records for indication of type and degree of hearing loss, age of diagnosis, cause of hearing loss, and medical history for other illnesses; students’ academic records of report cards in previous grades in the district, mention of learning disabilities, types of learning disabilities (if any), degree of learning disabilities (if any), mention of being in a speech or special education program, and results of an achievement test; students’ current health form; and results of hearing test (for students who took one). The results of the hearing test will indicate whether the student is deaf or hard of hearing along with the degree (for students who are deaf or hard of hearing). Looking at the students’ current health form will let me know which students are deaf or hard of hearing. For students with learning disabilities who are in a speech or special education program, I can talk with the students’ special education teacher or speech therapist about any specific learning disabilities the students have, degree of them, and coming up with helpful strategies on how to instruct them. For students who are deaf or hard of hearing, I will seat them in the front of the classroom and speak loudly. I can also communicate with them in writing. I will provide them with a handout of the notes on the lesson. Having an assistant who knows sign language can be a benefit to these students. I will use simple words everyone will understand when explaining concepts. Modeling, prompting, and shaping when teaching them skills can help. I can demonstrate modeling by using a number line to teach addition and subtraction. I will draw a number line under each addition and subtraction problem. The starting number on the number line will be circled and the word “start” will be written under it. There will be an arrow indicating the direction of travel along the number line. The ending number on the number line will be circled and the word “end” will be written under it. In the addition and subtraction problems, the number to the left of the + and – sign will be circled with the word “start” written under it. The + and – sign will be circled with the word “left” under the- sign and the word “right” under the + sign. The number to the right of the + and – sign will be circled with the words “the number of spaces to move” under the number. Before the addition and subtraction problems, I will draw a number line and write the word “small” on the left side and the word “big” on the right side. I will also write +: goes left and bigger (>) and -: goes right and smaller (<). I will allow students with learning disabilities extra time on tests and quizzes. If they are allowed to use notes on them I will have them take the tests and quizzes in a special education or speech classroom with the use of notes. I will also assign them fewer class work and homework problems (generally ½ the amount assigned to other students). If they need extra time on the homework I will not expect them to turn it in the next day in class. They can turn it in after school or the following day (after they work with someone on completing the assignment). I will not expect them to complete all the class work problems by the end of the class. I will allow them to go to a special education or speech class for help on completing the class work problems. I will provide them with a handout of example problems with a solution set for each problem listing and explaining the steps of how to solve the problems. I will allow them to have outside help on the tests and quizzes along with extra time on them if their IEP (Individualized Education Plan) allows. I will also inform these students of any websites of videos that can help them learn math, especially videos that go into detail in explaining concepts or use simple words to explain complicated concepts. Videos that explain concepts in a simple way might help these students learn concepts.
Content Knowledge Question:
Describe what you learned about diagnostic and assessment strategies that fit your target population.
According to the article “Identification, Assessment, and Intervention Strategies for Deaf and Hard of Hearing Students with Learning Disabilities", it is important to determine the cause of achievement difficulties as a processing problem or a perception problem because it may help identify which deaf and hard of hearing children have learning disabilities. Those with learning disabilities experience difficulties with achievement resulting from a processing problem which occurs when the brain does not organize information adequately. Those with no learning disabilities may experience achievement difficulties due to a perception problem which occurs when a particular sensory function, such as hearing, is inadequate.
Assessment of a deaf or hard of hearing student for learning disabilities should include eight categories of data: a case history of the student’s type and degree of hearing loss, age at onset, cause of hearing loss, birth and medical history, and other disabilities; an educational history to include number of years in school, grades in which the student was retained, and school reports; results from administration of two measures of intellectual functioning; results from administration of a measure of educational achievement; results from administration of neuropsychological screening instruments to evaluate visual-motor integration skills; results from assessment of adaptive behavior functioning or classroom behavior with instruments; an audiologic evaluation and vision screening; and an assessment of the student’s communication and language skills.
Pedagogical Knowledge Question:
Describe in what way/s assessment data would determine how you planned your curriculum and lessons for the specific special needs population?
Assessment data will help me determine how to teach skills to deaf students with learning disabilities. I can use modeling by drawing simple illustrations to explain concepts such as are drawing a line rising from left to right accompanied with a positive sign when teaching the concept of positive slope and drawing a line falling from left to right accompanied with a negative sign when teaching the concept of negative slope. A number line with the word big on the right and small on the left is a good way to model addition and subtraction for students who have difficulty understanding addition and subtraction. The words addition means getting bigger and going to the right will be accompanied with + means > and → and the words subtraction means getting smaller and going to the left will be accompanied with – means < and ←. Different colors will be used for addition and subtraction concepts. In word problems I will use simple illustrations to model the word problem. Simple illustrations used with key words can help. An example is ↑ for up. The word problems I assign to deaf students with learning disabilities will use simple words everyone will understand. The key words and important information will be highlighted. Word problems will contain the step by step process on reaching the answers and each step will be listed and explained clearly using simple words everyone will understand. For tests and quizzes I will allow them extra time to take and they can take them in a special education/resource room. They can use notes or the book to take the tests and quizzes or have someone help them on them if their IEP (Individualized Education Plan) allows them to. They can turn in the tests and quizzes the next day if they prefer.
By Monica Soukup and Sheryl Feinstein
http://web.ebscohost.com/ehost/detail?sid=26e85f4b-e131-46d5-96b6-857a87388650%40sessionmgr115&vid=1&hid=110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=25427794
The article talks about the importance of determining whether achievement difficulties in students are the result of a processing problem (learning disabilities) or a perception problem (hearing loss), because the determination will help to identify those deaf and hard of hearing children who have learning disabilities. A child who is deaf or hard of hearing is more likely to have a learning disability than a child who can hear. Deaf and hard of hearing children who have learning disabilities will have more difficulty achieving academically and linguistically. The article mentions ten characteristics found in deaf and hard of hearing children with learning disabilities: they were more likely to be boys, they were older than their peers, they had more medical problems, they exhibited poor visual perception and visual integration skills, they demonstrated difficulty achieving academically, they were unmotivated, they were passive and did not attend well, they needed sign language because they were not able to get enough information when only the auditory or speech reading modes of communication were used, they did not sign as well as their peers, and often they did not receive support from their family. These are common behavioral and academic characteristics of deaf and hard of hearing students with learning disabilities (beginning with the most frequently cited): memory problems, visual perception problems, attention problems, inconsistent performance, poor organizational skills, discrepancies between achievement and potential, atypical language for deaf or hard of hearing students, behavior problems, and unusual learning styles. It is more difficult to develop an appropriate educational plan for deaf children with additional disabilities. One can be developed by using appropriate evaluation techniques and assessment instruments, a curriculum that is developed to meet these children’s educational needs, and appropriate instructional strategies.
I will find out which students are deaf and hard of hearing and have learning disabilities, by looking at the following: students’ health records for indication of type and degree of hearing loss, age of diagnosis, cause of hearing loss, and medical history for other illnesses; students’ academic records of report cards in previous grades in the district, mention of learning disabilities, types of learning disabilities (if any), degree of learning disabilities (if any), mention of being in a speech or special education program, and results of an achievement test; students’ current health form; and results of hearing test (for students who took one). The results of the hearing test will indicate whether the student is deaf or hard of hearing along with the degree (for students who are deaf or hard of hearing). Looking at the students’ current health form will let me know which students are deaf or hard of hearing. For students with learning disabilities who are in a speech or special education program, I can talk with the students’ special education teacher or speech therapist about any specific learning disabilities the students have, degree of them, and coming up with helpful strategies on how to instruct them. For students who are deaf or hard of hearing, I will seat them in the front of the classroom and speak loudly. I can also communicate with them in writing. I will provide them with a handout of the notes on the lesson. Having an assistant who knows sign language can be a benefit to these students. I will use simple words everyone will understand when explaining concepts. Modeling, prompting, and shaping when teaching them skills can help. I can demonstrate modeling by using a number line to teach addition and subtraction. I will draw a number line under each addition and subtraction problem. The starting number on the number line will be circled and the word “start” will be written under it. There will be an arrow indicating the direction of travel along the number line. The ending number on the number line will be circled and the word “end” will be written under it. In the addition and subtraction problems, the number to the left of the + and – sign will be circled with the word “start” written under it. The + and – sign will be circled with the word “left” under the- sign and the word “right” under the + sign. The number to the right of the + and – sign will be circled with the words “the number of spaces to move” under the number. Before the addition and subtraction problems, I will draw a number line and write the word “small” on the left side and the word “big” on the right side. I will also write +: goes left and bigger (>) and -: goes right and smaller (<). I will allow students with learning disabilities extra time on tests and quizzes. If they are allowed to use notes on them I will have them take the tests and quizzes in a special education or speech classroom with the use of notes. I will also assign them fewer class work and homework problems (generally ½ the amount assigned to other students). If they need extra time on the homework I will not expect them to turn it in the next day in class. They can turn it in after school or the following day (after they work with someone on completing the assignment). I will not expect them to complete all the class work problems by the end of the class. I will allow them to go to a special education or speech class for help on completing the class work problems. I will provide them with a handout of example problems with a solution set for each problem listing and explaining the steps of how to solve the problems. I will allow them to have outside help on the tests and quizzes along with extra time on them if their IEP (Individualized Education Plan) allows. I will also inform these students of any websites of videos that can help them learn math, especially videos that go into detail in explaining concepts or use simple words to explain complicated concepts. Videos that explain concepts in a simple way might help these students learn concepts.
Content Knowledge Question:
Describe what you learned about diagnostic and assessment strategies that fit your target population.
According to the article “Identification, Assessment, and Intervention Strategies for Deaf and Hard of Hearing Students with Learning Disabilities", it is important to determine the cause of achievement difficulties as a processing problem or a perception problem because it may help identify which deaf and hard of hearing children have learning disabilities. Those with learning disabilities experience difficulties with achievement resulting from a processing problem which occurs when the brain does not organize information adequately. Those with no learning disabilities may experience achievement difficulties due to a perception problem which occurs when a particular sensory function, such as hearing, is inadequate.
Assessment of a deaf or hard of hearing student for learning disabilities should include eight categories of data: a case history of the student’s type and degree of hearing loss, age at onset, cause of hearing loss, birth and medical history, and other disabilities; an educational history to include number of years in school, grades in which the student was retained, and school reports; results from administration of two measures of intellectual functioning; results from administration of a measure of educational achievement; results from administration of neuropsychological screening instruments to evaluate visual-motor integration skills; results from assessment of adaptive behavior functioning or classroom behavior with instruments; an audiologic evaluation and vision screening; and an assessment of the student’s communication and language skills.
Pedagogical Knowledge Question:
Describe in what way/s assessment data would determine how you planned your curriculum and lessons for the specific special needs population?
Assessment data will help me determine how to teach skills to deaf students with learning disabilities. I can use modeling by drawing simple illustrations to explain concepts such as are drawing a line rising from left to right accompanied with a positive sign when teaching the concept of positive slope and drawing a line falling from left to right accompanied with a negative sign when teaching the concept of negative slope. A number line with the word big on the right and small on the left is a good way to model addition and subtraction for students who have difficulty understanding addition and subtraction. The words addition means getting bigger and going to the right will be accompanied with + means > and → and the words subtraction means getting smaller and going to the left will be accompanied with – means < and ←. Different colors will be used for addition and subtraction concepts. In word problems I will use simple illustrations to model the word problem. Simple illustrations used with key words can help. An example is ↑ for up. The word problems I assign to deaf students with learning disabilities will use simple words everyone will understand. The key words and important information will be highlighted. Word problems will contain the step by step process on reaching the answers and each step will be listed and explained clearly using simple words everyone will understand. For tests and quizzes I will allow them extra time to take and they can take them in a special education/resource room. They can use notes or the book to take the tests and quizzes or have someone help them on them if their IEP (Individualized Education Plan) allows them to. They can turn in the tests and quizzes the next day if they prefer.